International Journal of Science and Research (IJSR) ISSN: 2319-7064 ResearchGate Impact Factor (2018): 0.28 | SJIF (2018): 7.426 Volume 8 Issue 11, November 2019 www.ijsr.net Licensed Under Creative Commons Attribution CC BY Can Optical Low Vision Devices Improve Reading Outcomes among Learners with Low Vision? A Case of Thika Primary School for theVisually Impaired, Kenya Richard Rukwaro 1 , Samuel Juma 2 , Gideon Kibet 3 , Dr. Jane Kiarie 4 , John Muga 5 , Timothy Wambua 6 , Lydia Chege 7 Abstract: This study sought to establish the influence of optical low vision devices on reading outcome for learners with low vision. The study adopted a quasi-experimental design in which 12 learners with low vision who use print as their main medium for reading and writing from Thika Schoolfor the visually impaired were studied for a period of 9 weeks. A comprehensive low vision assessment to establish appropriate magnificationrequired by learners in the intervention group was conducted before issuing the optical low vision devices. Data on learners’ reading speed wascollected by recording the number of words read correctly per minute and the number of errors made during reading. Data on learners’ perceived usefulness and ease of use of optical low vision devices werecollected from the intervention group through interviews. Quantitative data wereprocessed using Stata 15 while qualitative data was analyzed thematically. The findings of the study revealed that provision of appropriate optical low vision devices (OLVD) and training learners on their effective use, improve reading outcomes. This was evidenced by a significant increase inthe mean reading speed ofintervention group compared to control group. It was also found that the average number of reading mistakes made by intervention group was lower than the control group. The study recommends that children with low vision should be provided with optical low vision devices and trained on their effective use to improve reading outcomes hence promote access to quality education. Keywords: reading outcome, reading speed, low vision, optical low vision devices 1. Introduction The ability to read print is an essential skill in the 21st century because most information is presented in text; web sites, books, magazines, newspapers, and many other forms of writing. In children, reading is a gateway to knowledge, topacademic performance and attaininga good careerin the future. Consequently, fluency in reading is a very important factor in a child’s education. Significant research indicates that children with low vision develop their reading techniques at a slower pace compared to normal sighted peers (Vincent, 2017;Bracher& Mata, 2017; Nguyen, Weismann &Trauzettel, 2009).Principally children with low vision do not attain the same reading speed as their counterparts who are sighted. This happens even when they have the same level of educational and cognitive ability(Glewwe et al., 2016; Latham, 2018). Several explanations have come up to clarify the phenomenon of reduced reading speed in learners with low vision. The explanations connect the fact to problems that learners with low vision encounter when getting visual information from whichever sources such as printed text. One of the major explanations is the relationship between print type, font size and learners’ ability to interpret. To ameliorate this, prescription of optical devices is the most frequent means used to achieve acceptable reading speed (Ramani, Police & Jacob, 2014). Although suitably magnified print provides a remedy for problems with seeing text, it additionally results in fewerletters or phrases that can be fixed at first quick sight. As a result, it requires one to take more glances in order to read a sentence, of which it is time-consuming, and requires one to adapt to use the required optical devices. McCurry et al (2005) averred that training persons with low vision on special reading techniques using optical devices improve reading performance. From a Kenyan context, therefore, this study yields information that can be used by teachers and other stakeholders in the processes of deciding on the provision of optical devices and training children who have low vision on their use in reading. 2. Materials and Methods A quasi-experimental design was adopted in which 19 learners with low visionwho use print as the main media of reading and writing were assessed for eligibility to participate in thisstudy.The inclusion criteriawere based on two main factors; learnerswho are classified as category three according to Kenyan categorization of persons with low vision and their reading impediment is attributable only to reduced vision but not because of learning difficulty or cognitive impairment. 2.1 Low Vision Assessment of theLearners Based on the set inclusion and exclusion criteria, 12 learners with low vision were eligible to participate in the study. A comprehensive low vision assessment was conducted on the 12 eligible learners to ascertain distance visual acuity (DVA), near visual acuity (NVA) and magnification required for reading. The DVA was assessed using Lea Test (LH) and ranged from 3/24 to 1/30 while NVA was assessed using Bailey-Lovie near vision chart and ranged between1.0 to 1.6 logMAR.Learners had differentdiagnosis such as; Optic atrophy, acquired nystagmus, retinal dystrophy, cone dystrophy, pseudophakia, coloboma, microphthalmos, optic neuropathy and micro cornea with scars. Paper ID: ART20202637 10.21275/ART20202637 1242